This study aimed to enhance the nursing students' EFL-course-missing listening and speaking skills through ‘Easy English' website-based activities with speech analysis, sentence-recital, and simultaneous interpretation and through the same activities offered in the traditional method and to assess students' perceptions of both instruction methods. A quasi-experimental approach with a two experimental group design was utilized. ‘Easy English' website-based listening and speaking activities presented with speech analysis, sentence recital, and simultaneous interpretation formed the intervention in the first experimental group (G1). The same activities taught in the traditional method were the intervention in the second experimental group (G2). Both the G1 and the G2 participants were 5th-year nursing students at the Tumour Nursing Institute (n. 28) and the Medical Insurance Nursing Institute (n. 28), with a total of 56 participants. Three main instruments were designed and validated, and their reliabilities were checked and confirmed: a pre-post listening test, a pre-post-speaking test, and an on-action perception form (in two versions). T tests were used to assess the students' statistical changes in performance and the effect size levels for the two interventions. The results revealed that the listening and the speaking skills in both groups were enhanced by the two interventions. They indicated that G1 improved slightly higher in both the listening and the speaking skills than G2, and the listening skills in both groups improved higher than speaking.